
Вестник АПН Казахстана, №1, 2020 г.
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future teachers at the nal age of experi-future teachers at the nal age of experi-
mental work has shown х2exp > х2tab in all mental work has shown х2exp > х2tab in all
the cases. That is, the participants of the ex-the cases. That is, the participants of the ex-
perimental groups showed a higher level of perimental groups showed a higher level of
civic consciousness and patriotism than in the civic consciousness and patriotism than in the
control groups. Such a result gave grounds control groups. Such a result gave grounds
to reject the null hypothesis and proved the to reject the null hypothesis and proved the
reliability and atiical signicance of the reliability and atiical signicance of the
results of the forming experiment.results of the forming experiment.
The participants of the experiment got the The participants of the experiment got the
highe scores in «Social activity, socially highe scores in «Social activity, socially
useful activity» (19.42 vs. 2.90 at the begin-useful activity» (19.42 vs. 2.90 at the begin-
ning of the experiment), then in «Maering ning of the experiment), then in «Maering
the knowledge of civil and patriotic content» the knowledge of civil and patriotic content»
(16.64 vs. 1.67 at the beginning), «Awareness (16.64 vs. 1.67 at the beginning), «Awareness
of the personal responsibility for the deiny of the personal responsibility for the deiny
of the homeland, a desire to serve the na-of the homeland, a desire to serve the na-
tional interes» (15.21 vs. 3.60 at the begin-tional interes» (15.21 vs. 3.60 at the begin-
ning), «Knowledge of hiory and culture of ning), «Knowledge of hiory and culture of
the ethnicities leaving in Kazakhan» (14.14 the ethnicities leaving in Kazakhan» (14.14
vs. 5.09 at the beginning), «Active civic posi-vs. 5.09 at the beginning), «Active civic posi-
tion» (10.15 vs. 1.15 at the beginning), «The tion» (10.15 vs. 1.15 at the beginning), «The
knowledge of legislation and political cul-knowledge of legislation and political cul-
ture» (6.81 vs. 0.52 at the beginning). Thus, ture» (6.81 vs. 0.52 at the beginning). Thus,
the participants of the experimental groups the participants of the experimental groups
showed a professional readiness and a capac-showed a professional readiness and a capac-
ity for productive, creative, socially-oriented ity for productive, creative, socially-oriented
activity, which was facilitated by their broad-activity, which was facilitated by their broad-
er experience in social life and civic develop-er experience in social life and civic develop-
ment acquired during their university udy. ment acquired during their university udy.
Thus, we conrmed our hypothesis on the in-Thus, we conrmed our hypothesis on the in-
tegrity of the oered syem of civil-patriotic tegrity of the oered syem of civil-patriotic
education of udent youth achieved by the education of udent youth achieved by the
inseparable unity of its components, includ-inseparable unity of its components, includ-
ing the social activity component. The focus ing the social activity component. The focus
should be on this component as the core one should be on this component as the core one
because a productive, creative activity of fu-because a productive, creative activity of fu-
ture specialis is the manifeation of their ture specialis is the manifeation of their
attitude to people around, the society, and the attitude to people around, the society, and the
ate and a pre-requisite for the formation of ate and a pre-requisite for the formation of
their active civic position.their active civic position.
Discussions. The education of civic Discussions. The education of civic
consciousness and patriotism developed in consciousness and patriotism developed in
several ages. In classical times, education several ages. In classical times, education
was inherently civil since the content, forms, was inherently civil since the content, forms,
and methods of education were aimed ex-and methods of education were aimed ex-
clusively at the formation of a citizen of the clusively at the formation of a citizen of the
ancient ate when the citizenship was asso-ancient ate when the citizenship was asso-
ciated with the assertion of the principle of ciated with the assertion of the principle of
atehood in the relations between the citi-atehood in the relations between the citi-
zen and the ate (Plato, Ariotle, Socrates, zen and the ate (Plato, Ariotle, Socrates,
and Democritus). Modern civic education and Democritus). Modern civic education
has arted in France in the late XIX century has arted in France in the late XIX century
with the introduction of civic education as a with the introduction of civic education as a
compulsory academic subject. The German compulsory academic subject. The German
philosopher and teacher I.F. Herbart was one philosopher and teacher I.F. Herbart was one
of the r who tried to provide a scientic of the r who tried to provide a scientic
juication of the goals and means of civic juication of the goals and means of civic
education. In the late XIX – early XX centu-education. In the late XIX – early XX centu-
ries, the pedagogical concept, known in his-ries, the pedagogical concept, known in his-
tory as «the pedagogy of civic education and tory as «the pedagogy of civic education and
the labor school» (R. Zendel, P. Bergeman, the labor school» (R. Zendel, P. Bergeman,
P. Natorp, G. Kersheneiner), became pop-P. Natorp, G. Kersheneiner), became pop-
ular in Germany. In Russia, the humaniic ular in Germany. In Russia, the humaniic
foundations of modern civic education were foundations of modern civic education were
laid by K.D. Ushinsky and L.N. Toloy in laid by K.D. Ushinsky and L.N. Toloy in
the XIX century and further developed in the the XIX century and further developed in the
works of V.P. Vakhterov, S.T. Shatsky, P.P. works of V.P. Vakhterov, S.T. Shatsky, P.P.
Blonsky, A.S. Makarenko, and others at the Blonsky, A.S. Makarenko, and others at the
beginning of the XX century. In the Soviet beginning of the XX century. In the Soviet
era, education relied on the Marxi-Lenini era, education relied on the Marxi-Lenini
ideology (N.M. Gorbunov, A.S. Choporov, ideology (N.M. Gorbunov, A.S. Choporov,
N.I. Matyushkin, F.D. Khruov, and others). N.I. Matyushkin, F.D. Khruov, and others).
In the 1960-1970s, the idea of civic educa-In the 1960-1970s, the idea of civic educa-
tion of a person was vividly reected in the tion of a person was vividly reected in the
creative heritage of V.A. Sukhomlinsky. In creative heritage of V.A. Sukhomlinsky. In
the modern hiory of Russia, the problems the modern hiory of Russia, the problems
of the formation of civil-patriotic qualities of the formation of civil-patriotic qualities
of a person are considered in the works of of a person are considered in the works of
G.N. Filonov, V.I. Lutovinov, and others. G.N. Filonov, V.I. Lutovinov, and others.
The issues of spiritual and moral value ori-The issues of spiritual and moral value ori-
entations of a person are udied in the works entations of a person are udied in the works
of V.I. Zagvyazinsky, Sh.A. Amonashvili, of V.I. Zagvyazinsky, Sh.A. Amonashvili,
V.A. Karakovskyi, N.E. Shchurkova, B.S. V.A. Karakovskyi, N.E. Shchurkova, B.S.
Gershunsky, and others. The scientic works Gershunsky, and others. The scientic works
which consider civic education in conjunc-which consider civic education in conjunc-
tion with patriotic education (N.A. Savotina, tion with patriotic education (N.A. Savotina,
A.S. Gayazov, E.V. Chekunov, and others) A.S. Gayazov, E.V. Chekunov, and others)
are of particular importance for our research.are of particular importance for our research.
The concept of «civic education» is tra-The concept of «civic education» is tra-
ditional for mo of the countries although ditional for mo of the countries although
the name can dier: in the USA – «Civitas» the name can dier: in the USA – «Civitas»
(1991), in England – «Civil Society» (1988), (1991), in England – «Civil Society» (1988),
in Russia – «Civics» (1992), in Hungary in Russia – «Civics» (1992), in Hungary
– «A good citizen «(1994), in Germany – – «A good citizen «(1994), in Germany –
Politische Bildung, in France – education Politische Bildung, in France – education
civique, in Britain – civic education, and oth-civique, in Britain – civic education, and oth-
ers.ers.